The process of identifying ELL students involves collecting and analyzing data mandated by both NCLB and Iowa Code to determine whether or not a student is limited English proficient (LEP) and entitled to services through a language instruction program. On this page, we will walk you though the initial steps as outlined on the LIEP Processes and Procedures Flowchart (updated 5.15) LIEP Processes and Procedures Flowchart (updated 5.15).
Please keep in mind that the ELL Consultants at Central Rivers AEA are available to support you through the identification process and provide training in administration of the identification/placement screening assessments.
Home language survey
Screening for potential ELL students is part of the district registration process. ALL students are to complete a Home Language Survey (HLS IA) upon enrollment in a district. This is a one-time event. Current guidance from the Iowa Department of Education states that only Form IA from TransACT is approved for use in Iowa districts. The Iowa Department of Education provides a state-wide subscription to TransACT so that all accredited public and non-public districts can access these resources free of charge. To get started, you will need to set up an account with TransACT.
Once the HLS has been completed, a designated staff member reviews the responses. If a language other than English is in the child’s background, the student is considered a potential ELL student. The district then proceeds to the next step of the screening process.
All completed HLS must be filed in the student’s permanent folder.
Administration of identification/placement screening assessments
The next step in determining eligibility for English language instruction services is the administration of an identification/placement screening assessment. This step must be completed within the first 30 days of school or within two weeks for students who enroll after the first day of classes. For the 2013-2014 school year, the required placement screener will be the Tennessee English Language Placement Assessment (TELPA). (Districts may choose to use the IPT/LAS for additional data beyond the required TELPA.)
Central Rivers AEA has assembled assessment kits that are available for checkout through Central Rivers AEA Media Services. Since Title III funds cannot be used to purchase assessment materials, districts will be charged annually for the test materials they use.
For more details on accessing the identification/placement screener kits and the timelines for their administration, please see our Initial Placement Assessments – TELPA page.
Assessing academic skills
NCLB requires that districts also assess a potential ELL student’s academic skills. Assessing a student’s literacy skills in both English and the native language (where possible) provides valuable insight into the student’s language and literacy development which can inform instructional and programming decisions. Likewise, math and science tests can be windows to the student’s educational history. Many districts have assessments built into the content curriculum that can be used for this purpose such as reading inventories, placement assessments, chapter and end of course assessments. District-wide assessments such as DIBELS and MAP could also provide valuable data if enrollment corresponds with administration of these assessments.
Other pertinent data
Additional data and information from prior school records, parents, and the students themselves can give the staff a head start in deciding placement and instructional supports. Some key information to seek includes: prior identification as ELL; services provided in the previous district; most recent language proficiency test scores; literacy level in the first language and English; and access to education.
Determination of eligibility: Is the student limited english proficient?
Districts use all the data and information gathered from the identification/placement screener, assessment of academic skills, previous school records and information from the parents and student to make an overall determination of eligibility. If it is determined that the student is sufficiently proficient in English so as not to limit access to the curriculum, the student is placed in the mainstream instructional program without additional language support services. However, when the data indicates that the student is not proficient in English and is in need of English language instructional services, an initial placement is made in the Language Instruction Educational Program (ELL program). The district must notify parents of the placement recommendation. Parent notification forms are available from TransACT.
Parents do have the right to decline services. If this is the case, it is recommended that this decision is recorded in writing using a ‘Parent Waiver of Services’ document. Forms for this purpose are also available from TransACT.